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作者

来源

URBAN EDUCATION,Vol.52,Issue3,P.370-398

语言

英文

关键字

math identities; identity; urban elementary schools; No Child Left Behind; achievement gap; African American students; urban education; single-sex education; ACADEMIC SELF-CONCEPT; GENDER STEREOTYPES; HIGH-SCHOOL; AM I; ACHIEVEMENT; STUDENTS; PERFORMANCE;

作者单位

[Bowe, Anica G.] Oakland Univ, Teacher Dev & Educ Studies Dept, Rochester, MI 48063 USA. [Desjardins, Christopher D.] Univ Iceland, Inst Sci, Reykjavik, Iceland. [Clarkson, Lesa M. Covington] Univ Minnesota, Math Educ, Minneapolis, MN USA. [Lawrenz, Frances] Univ Minnesota, Res, Minneapolis, MN USA. Bowe, AG (reprint author), Oakland Univ, 470 G Pawley Hall, Rochester, MI 48309 USA. E-Mail: bowe@oakland.edu

摘要

This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals). Findings demonstrate that African American girls made more math achievement gains in single-sex classrooms; single-sex classrooms might mitigate math academic stereotypes for students and teachers; and that important contextual factors play a role in these outcomes. Testing these factors is a step toward delineating a theory of change for single-sex education in urban public schools.